2024 Spring SCOLTalk

SCOLTalk The newsletter of the Southern Conference on Language Teaching

Greetings from the SCOLT President Greetings from sunny Florida!

The SCOLT conference this year was held in Atlanta at the Renaissance Concourse Hotel and it was wonderful, as always. Our keynote speaker was Alicia Dallman Shoemaker from Elkhorn, Nebraska. She is the ACTFL Teacher of the Year. I particularly loved her assertion that the SCOLT conference “feels like a warm hug from a friend.” I certainly felt that and I think that others also attending did too. It was so joyful to see friends and to make new ones too. We were delighted to have record numbers of preservice teachers and first time attendees this year. This year’s SCOLT Teacher of the Year is Bertha Delgadillo of Savannah, Georgia. We’re delighted that she’ll be participating in the ACTFL teacher of the Year Program in November representing SCOLT. Congratulations, Bertha! Read more about Bertha and the other state finalists as well as award winners in this newsletter.

In addition to the professional learning that our conference provides, one of the most important aspects for me is the opportunity to connect with colleagues and just have fun. The Sponsors and Patrons reception on Friday evening provided a chance to relax and enjoy our like-minded colleagues. If you missed this opportunity in Atlanta, be sure to become a sponsor or patron and join us for all the fun next year! SCOLT is a conference and not a member organization. The Sponsors and Patrons are the ones with the power of a vote. Each year at the conference, we have our yearly meeting at which we take care of any business that needs to be conducted and then we relax and celebrate. I can’t wait to see what our Sponsors and Patrons Event in Nashville will be for our 60th birthday!

I want to personally thank the presenters who so freely share not only their time, ideas and materials but themselves with the world language community.

Without you, there would be no conference! I also would like to thank the SCOLT Board for their

April, 2024

Volume 59

tremendous effort in planning this year’s conference.

While I cannot begin to name the contributions each person on the board made to create such a successful conference, I would like to thank the program committee for their countless hours preparing a schedule of outstanding sessions and workshops including “Grading You’ll Love: Reinvent StudentCentered Assessments using ACTFL Standards” by Hannah Rae Joseph, which was chosen the Best of SCOLT session this year. As the winner, Hannah will present her session at the 2024 ACTFL conference in Philadelphia this November.

As we prepare for SCOLT 2025 in Nashville, TN, SCOLT is celebrating our 60th year of existence! Our theme for the conference is “SCOLT@60: A World Language Jam Session!.” The conference will be held March 20-22 in collaboration with The Tennessee World Language Teaching Association (TWLTA) and the Southeast Association for Language Learning Technology (SEALLT). We will be staying at the Sheraton Music City Hotel. The Call for Proposals is open through Oct. 14, 2024, via the SCOLT homepage.

I hope to see you in Nashville next year! Come and help us celebrate 60 years of excellence.

-Pam Benton SCOLT President

INDEX

President’s Greeting…………………………………..…..1 Call for Proposals………………………………….….…..2 New Board Members…………………………….……..4-5 Scholarships for Future Language Educators…….…….6-7 In Memoriam…………………………………….……….9 SCOLT Award Recipients………………..……………..10 SCOLT Teacher of the Year Candidates…….………….11 SCOLT Teacher of the Year Interview……………...12-14 Sponsor/Patron Membership…………………………….17 Faces of SCOLT……………..………………………16-21 Dimensions Call for Papers……………………….……..23 2024 JNCL Report…………………………………...24-25 ACTFL Update...………………………………………...26 SCOLT Board of Directors……………………….……..28 Around the Region…………………………….…..…….29

1

SCOLT 2025 CALL FOR PROPOSALS Proposal window: April 15 – October 16, 2024 Submit your session proposal at www.scolt.org Conference Dates: March 20-22, 2025

Sherator Music City Theme: SCOLT@60: A World Language Jam Session!

Submit your proposal for SCOLT/TWLTA/ SEALLT 2025 now!

2

3

Dr. Amanda Hajji Minnillo is a Professional Learning Specialist for Avant MORE Learning. Amanda previously served as the K-12 World Language and Dual Language Immersion Teacher Support Specialist in Lexington, South Carolina where she started her career as a high school French teacher. Since then, Amanda has experience with PreK-16 instruction and adult learning. Considering herself a language fun-doer, Amanda presents at state, regional, national, and international conferences with a heart for topics involving the joy of language and cultivating language proficiency in the modes of communication, language and the bilingual mind, and cross-cultural training for educators and administrators presented in a learn-by-doing fashion. Amanda is a certified instructional coach who has led state curriculum writing teams and supported districts in developing professional learning to meet their programs’ needs. She has an EdD in Educational Practice and Innovation, an MA in Applied Linguistics Second Language Acquisition, and a BA in French and Education. The daughter of a Lebanese immigrant and South Carolina native, her research surrounds learning from international teacher stories to build leaders’ and districts’ cross-cultural capacity to support teachers new to the country. Amanda has previously served as the SCOLT Awards Director and coach to SCOLT Teachers of the Year. She has represented SCOLT and served as a lead SC representative for JNCL Language Advocacy Days. In addition to her local and SCOLT work, Amanda has served as a researcher for the UofSC DLL Project, an advocate in the ACTFL LILL Cohort 4 and SC Seal of Biliteracy, a STARTALK Language Group Mentor and Facilitator, and as an executive board member for the South Carolina Fellowship of Language Teachers and Advocates (SCFLTA) for which she was president, regional representative, and editor of the Crescent blog. Of her accomplishments, Amanda is most proud to have been recognized by a former LHS Teaching Fellow as a Teacher Who Inspires. Amanda will serve as the President-Elect of SCOLT. Thomas Soth, a National Board Certified Teacher, has taught AP Spanish Language since 2001 in North Carolina and is currently teaching Spanish 4, AP Spanish Language and Culture, and AP Spanish Literature and Culture at Chapel Hill High School. He has taught courses at the University of North Carolina, Greensboro and is a former president of the Foreign Language Association of North Carolina (FLANC). He has contributed to the AP program in many ways, including over 60 presentations and workshops at state, regional and national conferences, as a consultant for the College Board, as an AP Reader, Table Leader and Question Leader, and as one of the authors of The Teacher Resource Guide for Cumbre, curso AP de la lengua española. Tom was an ACTFL Teacher of the Year finalist after being named the 2012 Southern Conference on Language Teaching (SCOLT) Teacher of the Year and the 2011 NC World Language Teacher of the Year. He has helped to review materials for the AP Spanish Language and Culture Community and for AP Classroom. His passion is finding ways for both students and teachers to find fun in the challenging work of learning new languages and prides himself on using dad humor in class to create connections with students. Tom currently serves the SCOLT Board as the regional representative to ACTFL. 4

Kimberly Renee Watson is a Spanish teacher at Pelahatchie High School in Rankin County, Mississippi. She holds Bachelor of Arts Degrees in Foreign Languages (Spanish) with a minor in Political Science (Pre-Law) and History, and a Master’s in Secondary Teaching. In addition to teaching high school, she was an ESOL Teacher Assistant at the Escuela Cleto Gonzalez Viquez in Heredia, Costa Rica. Kimberly has participated in SCOLT as a presenter and has been a Sponsor. Her students have participated in the SCOLT Cover Artwork Program. She is a member of national, regional, and state language organizations and was an ACTFL LILL (Leadership in Language Learning) Cohort 4 Advocate. She was the 2023 Mississippi Foreign Language Teacher of the Year and the 2022-2023 Secondary Teacher of the Year from her school district. She’s also been teacher of the year at her school, a finalist in the Show us Your Pandemic Classroom Photo Contest with AATSP, an ACTFL Convention Stipend Award Recipient, and The Mississippi State University’s President’s Commission on the Status of Minorities, Diversity Award Recipient. Kimberly will serve SCOLT as the CoRegistrar and Co-SCOLTalk Editor.

Introducing….New SCOLT Board Members!

Dr. Kelly Moser is an Associate Professor of Spanish and Pedagogy at Mississippi State University. Kelly holds a Bachelor’s degree in Spanish and two Master’s Degrees from the University of Tennessee in World Language Education and Spanish Literature. Her PhD is from Mississippi State University in Curriculum and Instruction, Foreign Language. Kelly has taught high school Spanish, and has been an instructor and lecturer. She has served as a reviewer for the SCOLT journal, Dimensions, as well as Foreign Language Annals, the Rural Educator, and TESOL Quarterly. Kelly was the 2020 recipient of the SCOLT Educator of Excellence Award. She’s also won a Mississippi State University Research Award, the America’s Languages Fellow Award, the Mississippi Educator of Excellence Award and the Best of Mississippi Award for her session, “Reaching 90%: Strategies for Teaching in the Target Language.” She’s a popular presenter and has presented sessions and workshops at many state, regional, and national conferences. Kelly will serve SCOLT as the Social Media Director.

5

Student Scholarships The SCOLT Board was excited to award three student scholarships at the 2024 conference! Two scholarships were given to high school students and one to a college student. All three are promising future language educators! See opposite for more information about this year’s recipients.

The Ken Stewart Future Language Educator Scholarship has been available for high school seniors since 2019. This is a $1000 scholarship awarded to a high school senior in the SCOLT region who wants to become a language teacher. The funds can be used as needed for tuition, books, or other college expenses.

Six very deserving students have received the scholarship to date!

Vista Higher Learning is now also sponsoring scholarships for students! This opportunity includes a $1000 scholarship for a high school senior in each of the five regions, beginning in 2023. And to add to the good news, Vista Higher Learning is also sponsoring a $1000 scholarship for a current college student in the region who demonstrates passion, leadership, and promise as a future language teacher.

With the current teacher shortage and a critical need to encourage students to become educators, the SCOLT Board is extremely appreciative of the ability to provide these opportunities for high school and college students!

Applications and detailed information will be available in the Fall. Watch the SCOLT website, Facebook, and Twitter feeds for more information.

6

Ken Stewart Future Language Educator Scholarship Recipient Ella Tappe Central Arkansas Christian Schools Little Rock, Arkansas

Vista Higher Learning Future Language Educator Scholarship Recipients

K-12 Award Kaleigh Ray East Coweta High School Senoia, Georgia

Higher Ed Award Brandon Sully Georgia State University Atlanta, Georgia 7

8

In Memoriam Kenneth A. Gordon, SCOLT President 2010, Electronic Editor 2007-2009,

Past President 2011

Kenneth A. Gordon, age 76, passed away on Monday, December 4, 2023. Kenneth was born in Cleveland, OH. Preceded in death by his loving parents, Victor and Helen, brother Gary, and brother-in-law Ed Pershey.

Survived by siblings Monica and Steven (Patricia).

Ken was a world traveler, fluent and literate in several languages, and a scholar of European literature, culture, and history. A graduate of Kent State University, the University of Michigan, the Ohio State University, and the University of California, Santa Barbara, he was a professor of modern languages and department chair at the University of Central Missouri and Winthrop University.

Ken participated in humanitarian trips to Cuba with the B’nai B’rith Cuban Jewish Relief Project, bringing religious materials and medical supplies to Cuban Jews. His scholarship included study of the Sephardic diaspora and the Judeo-Spanish endangered language, Ladino. He conducted research interviews with Jews in Argentina and other countries.

Ken was a supporter of Doctors Without Boarders, and donations in his memory are appreciated. https://www.dignitymemorial.com/obituaries/cleveland-heights-oh/kenneth-gordon11568079

9

SCOLT 2024 Award Recipients

Founders Award—Meredith White Spanish Teacher, High School Instructional/Technology Support, University World Language Technology Instructor, FLAG President-Elect, SEALLT President-Elect, World Language Technology Podcast Host, Atlanta, GA

Educator of Excellence—Dr. Erika Stevens Professor of Spanish, Walters State Community College, Sevierville, TN

Bostick Award & CULTR Grant Reipient—Leandra Gonzalez East Coweta Middle School, Senoia, GA

Bostick Award & CULTR Grant Reipient— Kaleb Hyatt Bay Springs Middle School, Carrollton, GA

CULTR Grant Reipient— Yovanna Chong Chapel Hill Middle School, Douglasville, GA

Link to the 2024 Awards Booklet

10

2024 SCOLT Teacher of the Year Candidates Brandon Cole Spanish Teacher Spain Park High School Birmingham, Alabama

Andrés García Spanish Teacher Pensacola High School Pensacola, Florida

Lisa Bartles French & Spanish Teacher Dillard Drive Magnet Middle School Raleigh, North Carolina

Kailey Keels Spanish Teacher Wando High School Mt. Pleasant, South Carolina

Bertha Delgadillo Spanish Teacher Woodville Tompkins Technical & Career High School, Evans, Georgia

Jessica Sexton French Teacher Hume-Fogg Academic Magnet High School Nashville, TN

Lydia Kohler French Teacher Western Kentucky University Bowling Green, Kentucky

Maria D. Lola Contreras Spanish Teacher Morgantown High School Morgantown, West Virginia

Dr. Jerry Parker Instructor of French, Spanish, & WL Education Southeastern Louisiana University, Hammond, Louisiana Kimberly Renee Watson Spanish Teacher Pelahatchie High School Brandon, Mississippi

SCOLT 2024 Teacher of the Year Bertha Delgadillo

11

An Interview with Bertha Delgadillo 2024 SCOLT Teacher of the Year

Between 2006 and 2013, I had to clean houses for a living, but my heart desired to be in a classroom teaching so that I could support students the same way my teachers supported me and so that I could also teach and connect students to my native language, Spanish. Throughout the years, I have taught middle school and high school Spanish, but currently I teach Spanish 2, Spanish 3, and AP Spanish Language and Culture. One of the most beautiful things about teaching is that every year is transformational for both, the students and the teacher. In 2019, inspired by many of the educators I admire, I decided I wanted to challenge my growth, so I challenged myself to become a National Board Certified Teacher. My teaching lens continues to evolve over the years, but advocacy, real-world experiences, and community service have always been at the forefront of my teaching. At the moment, I am pursuing a Doctorate of Education Innovation with a concentration in Secondary Spanish Education from Augusta University so that I can become a stronger advocate for our students and our profession.

Q. In your opinion, what is the most challenging aspect of being a WL teacher today?

A. This is a difficult question because our profession in general is currently facing many challenges, and realistically, it seems as if more challenges are added each year. However, I have to say that the most challenging aspect is harmonizing the full embodiment of effective language teaching A. Ever since I was a little girl, I have always (in and outside the classroom) and our emotional enjoyed being a learner. Having immigrated to the well-being. As educators, we care so deeply about US at the age of 11 in 1996, my teachers always our students, their learning, and how we can best found a way to support me in keeping my dreams serve and support them. This is challenging because alive. They did not care about my undocumented our jobs seem like they are never done. To that, add status at the time, rather, they cared about teaching the new ideas, approaches, and updates to standards, me and the humanity of the student in front of them. etc., that keep coming our way. Constant change will In retrospect, I can vividly remember small actions always be part of our profession. Furthermore, by my teachers, counselors, and even our school knowing that many WL programs are being cut can nurse that pushed me to hold on to what seemed also impose much stress as we must raise our voices impossible at the time, enrolling in college. Even and efforts to avoid this from happening. As when the reality of my status hit me in the face, educators, we have that inner voice, often reminding school was a positive experience for me because my us how we can do more. On the other hand, we have teachers made it the official place where I could families of our own who need us to be there for dream in the middle of much uncertainty. For this them. Educators must not have to choose between reason, it is no surprise they inspired me to become a being whole OR being a better teacher constantly. teacher.

Now more than ever, it is important for educators to fine-tune their self-awareness. With deep selfThough I graduated in 2006 with a Bachelor’s in awareness, we can prioritize effectively, decide Spanish with Teaching Certification and later in where to center our advocacy efforts, understand 2008 with a Master's in Adult Education and Community Leadership, I did not begin my teaching when it is time to change environments, and journey in a classroom until February of 2013, when recognize when it is time to take a step back to recharge without feeling overwhelmed and guilty. former president Barack Obama signed DACA. Q. Tell us a little bit about your background as a world language (WL) teacher. For example, how many years have you taught, which language(s) and levels, and what is your educational background?

12

Q. What is the most rewarding part of your job as a WL teacher?

A. Thankfully, just as there are many challenges to being a language educator, there are also an endless number of rewarding aspects to it. The most rewarding part of my job is having the certainty that my teaching will transcend my classroom in one way or another. For this reason, we should never underestimate the power of our profession because the IMPACT certainly is there.

The following are some examples of these experiences: • When my learners tell me about how rewarding it is that they use the language at work to welcome and serve people, whether that is at a fast food restaurant or at a hospital.

• When my heritage learners are no longer afraid to speak in Spanish because they understand their variation of Spanish is valuable.

• When we create collective moments of joy that will be unforgettable. For example, when we are singing and dancing to all types of music genres.

• When my students tell me, they plan to continue growing in the language, whether in college or on their own.

• When students, through their ideas, share with me what they care about and how they plan to make a difference.

These, and many other moments, are one of the reasons I can continue to say “YES!” to this • When my students tell me that because of X, profession. they now believe that they can do Y. • When students take skills from our classroom, such as box breathing, gratitude, or visualization (that we often do in the target language), and they use it as needed to support their mental health.

Q. What advice would you give to new people coming into the WL teaching profession?

A. I would advise new upcoming language educators to quickly connect with networks that will propel and challenge them to become the best language educators they can be for their students. I • When my learners feel empowered agents of would also advise new educators to self-advocate at change within the community every time they their new schools so that they can attend at least one serve local organizations with their language state, regional, or national conference per year, as skills. these places are enlightening and rich in joy. Equally important, I believe we as educators, • When I see the spark in my students' eyes as new and veterans, must understand that showing up and being “our best” for our learners will look they see themselves represented in a lesson different throughout the years because before being through someone from the target a language educator, one is human, and life will culture. unfold accordingly. This is okay. One powerful way to minimize our stress levels while making a greater difference in our classroom and communities is through creating meaningful collaborations with other educators and people in the community. I invite new educators to plan with other teachers to create powerful units and connect with people in their communities to seek out rich opportunities for their learners. I guarantee that these opportunities will be a boost of energy when least expected. Finally, I advise future teachers never to stop advocating for the needs of their learners and to surround themselves with those who inspire and strengthen their purpose at their lowest.

Continued on next page

13

Q. How do you motivate students to learn language?

A. For me, two things are key. The first one is making language accessible to my learners to the best of my ability. Students must believe that they CAN acquire the language, and sure, not everyone will do so at the same pace. Still, students must believe this is an attainable goal for everyone in the classroom. This is done by crafting lessons that are relevant, engaging, and accessible to the students.

The second biggest motivation activator is striving to make connections between my students and our Spanish-speaking community promptly in the semester. Language is ultimately about people.

Students need to experience the value and the powerful gift of being able to access different languages. While I value study-abroad opportunities deeply, as well as international travel opportunities, I like to focus on accessible transformational opportunities available to all my students within proximity. I create opportunities based on my students’ strengths and diverse identities so that the connections are strong. When students see that what they are learning in class can be applicable to their present interactions, they are inspired to push themselves further. When students see themselves reflected and connected to the voices we center in our classroom, students become more connected to the target culture. When students find joy in the journey to acquisition through everyday little things that go on in our class, it matters, and it motivates them to keep going.

Q. Is there anything else that you would like to add?

A. As educators, we must never stop learning and must not be afraid to reinvent ourselves as needed. It is imperative that we avoid comparing ourselves to others. The only person we can give ourselves permission to compare to is old old self. Remember that we are never alone, and we can go further together. Rest as needed and then get right back up to continue advocating for students and the profession. Personally, more than remembering my WHY, I like to remind myself of my WHO, and for me, that is remembering WHO made me, WHO I belong to, and WHO I am. I hold on to Psalms 27:13 -14 and the promises given to me by my Creator when I feel like I can’t keep going. In my personal life and career, every time I have fallen, I have been given the strength to get back up stronger.

14

15

Faces of SCOLT

16

Support SCOLT! SCOLT is different from some organizations in that we do not have general membership. Anyone can register and attend the conference without paying a membership fee. However, we do have Sponsors and Patrons, which is a group of people who pay a Sponsor or Patron membership fee to further support SCOLT. The Sponsors and Patrons have voting rights, which means they elect new board members and can vote on bylaws amendments when necessary. Also, nominees for the board must be Sponsors or Patrons. These individuals can register for the conference at a reduced rate and there is a special reception and business meeting at the conference for this group. This will be sure to be a fun event in Nashville! Sponsor/Patron information can be found here, Become a SCOLT Sponsor or Patron today, or when you register for the 2025 conference!

17

Faces of SCOLT

18

19

Faces of SCOLT

20

21

22

CALL FOR PAPERS Dimension 2025 Dimensions is the official peer-refereed journal of SCOLT. The journal seeks to serve the professional interests of language instructors and researchers across a range of contexts and is dedicated to the advancement of the teaching and learning of world languages, particularly languages other than English.

The journal welcomes manuscripts that document the effectiveness of teaching strategies or address a wide variety of emerging issues of interest within the profession. Submissions that report empirical research and that have clear and significant implications for language teaching and learning will be prioritized, as will submissions received by July 1st, 2024.

Submissions guidelines can be found at: https://www.scolt.org/guidelines-for-preparingdimensions-manuscripts/ For additional information on manuscript submission or the publication process, please contact the Editor, Paula Garrett-Rucks at prucks@gsu.edu or Dimensions@SCOLT.org

2024 Editorial Board for SCOLT Dimensions Michele Back University of Connecticut Mansfield, CT

Kelly Moser Mississippi State University Starkville, MS

Melisa (Misha) Cahnmann-Taylor University of Georgia Athens, GA

Linwood J. Randolph Jr. University of Wisconsin Madison, WI

Kelly F. Davidson Valdosta State University Valdosta, GA

Victoria Russell Valdosta State University Valdosta, GA

Jason A. Kemp WIDA University of Wisconsin Madison, WI

Sheri Spaine Long Executive Director Emeritus of AATSP Birmingham, AL

Shuai Li Georgia State University Atlanta, GA

Paul D. Toth Temple University Philadelphia, PA

Lara Lomicka-Anderson University of South Carolina Columbia, SC

Manuela Wagner University of Connecticut Mansfield, CT 23

SCOLT at Virtual Language Advocacy Days 20204 SCOLT was well represented at the 2024 Language Advocacy days with JNCL-NCLIS held virtually, February 27-28. SCOLT Board members Krista Chambless, Pam Benton, Bertha Delgadillo, Bonnie Wang, and Leslie Baldwin represented the organization. There were other SCOLT attendees representing various organizations, and there were UNC Chapel Hill student representatives from Go Global NC. All of the students are majoring in global studies along with a minor in a World Language.

This year LAD attendees were greeted by Doug Bunch, former US Public delegate to the United Nations. He shared interesting insights regarding multilingualism and global engagement. An additional keynote address was given by Dr. Sonia Feigenbaum, Senior Vice Provost for Global Engagement and Chief International Officer at The University of Texas at Austin.

In addition to having multiple representatives, SCOLT showed leadership throughout LAD! Dr. Krista Chambless, SCOLT Past President, received the J. David Edwards Power of Advocacy Award! Along with others, This award is given annually to someone who has advocated at the local, state, or national level to advance JNCL’s public policy priorities and has generated support for language programs and education in significant ways. Krista successfully organized efforts to save university language programs in Alabama that were in danger of closing. Additionally, Jamie Patterson, World Languages Coordinator in Fulton County Schools, GA, led a breakout session entitled “How to Use Title Funding.” SCOLT Executive Director, Leslie Baldwin, facilitated this informative session in which Jamie shared how she is able to access federal funds for the benefit of the language teachers in her district.

All congressional meetings were conducted virtually. Each LAD attendee has the opportunity to meet with someone from their US Senators’ offices, as well as someone from the office of their district’s US Representative. The teams often meet with a legislative aide, such as one working with education policy, though there are times with the Senator or Representative is able to meet with the group as well.

The legislative priorities this year were as follows: 24

As of April, many of these bills are moving through committees which is the process to bring these items to the Senate or House floor for a full vote.

In addition to these legislative asks, we followed up on fiscal year 2024 funding as that had not been passed at the time of our visit.

These included continued funding for: the World LAnguage Advancement and Readiness Act; Native American Language Resource Center; Title III, ESEA, English Language Acquisition; Title VI, HEA, International and Foreign Language Education Programs. It appears that as of April, these funding requests have been maintained at 2023 levels and others have seen a decrease but nothing was eliminated for funding.

It is always an honor and a privilege to represent SCOLT while advocating for language education laws and funding. It is exciting to take part in the democratic process!

2025 Advocacy Days have been announced.

Mark your calendars, as all are welcome to attend! Visit www.languagepolicy.org to learn more about JNCL and sign up for their newsletter to stay informed. Contact SCOLT Executive Director, Leslie Baldwin, at info@scolt.org, with any questions you may

25

Update/Highlights April 2024 1. ACTFL President L. J. Randolph Jr.’s focus for 2024 is on the theme of “Language as Liberation.” This theme will be the topic of a series of Town Hall webinars that will begin in spring 2024 and continue into the fall. Each webinar will feature experts on the topic and a discussion that will continue afterwards online guided by one of ACTFL’s Special Interest Groups (SIG).

2. ACTFL Discover Digital Micro-Learning Sessions launched January 15. The first topic offered was “Developing Independent Learners.” Upcoming topics include “Supporting Neurodiverse Learners”, “Selecting Technology with Purpose” and” Keeping it Real with Social Justice-based Themes.” More information can be found here.

3. Registration & Housing is already open for ACTFL 2024 in Philadelphia. Find everything you need here. Save money with early bird registration that ends on July 17, 2024. Need help convincing your administrator? ACTFL created a sample letter to help you as well as ways to learn about other funding options and ideas.

4. ACTFL sponsors the First-Time Attendee Stipend Award program to provide financial assistance in the amount of $500 plus a per diem meal allowance of $217 will be provided in 2024 (for two and a half days in the city of the convention) to language educators who register for the full 2024 ACTFL Convention. The deadline to apply is July 17, 2024. https://www.actfl.org/attend/stipend-award-program 5. Assembly of Delegates (AOD) was held in Chicago with significant input from attendees on various topics. A summary developed with the assistance of ChatGPT can be found here. ACTFL is considering holding the 2024 AOD in the afternoon only on Thursday, November 21.

6. The ACTFL Proficiency Guidelines revisions were released early April and can be downloaded here.

7. The Language Connects Foundation (LCF) is a national not-for-profit and philanthropic organization created in partnership with our parent organization, ACTFL, to uplift language educators and champion language education. Their work addresses critical challenges currently facing the language education profession through: Professional Development – Supporting educators’ growth by expanding access to mentoring and continuing education; Scholarships & Awards – Recognizing the incredible accomplishments of educators and students, especially from traditionally under-served communities; and with Public Education – Ensuring that those outside the profession understand the importance of language education. Learn more here.

Thomas Soth, SCOLT Representative on the ACTFL Board of Directors 26

Breaking news! New and Improved Language Proficiency Guidelines Unveiled by ACTFL Exciting news! ACTFL just rolled out the updated ACTFL Proficiency Guidelines 2024! Since they first came out in 1986 (and revised in 2012), the ACTFL Proficiency Guidelines have been the go-to for understanding and assessing how well someone can use a language in speaking, writing, listening, and reading. The 2024 update makes the Guidelines even better. According to ACTFL’s Press Release on April 2nd, the 2024 revisions improve accessibility and enhance the usefulness of the Guidelines by aligning them with key language learning documents like the WorldReadiness Standards for Learning Languages, ACTFL Performance Descriptors for Language Learners, and the NCSSFL-ACTFL Can-Do Statements making the Guidelines easier to use alongside these other important language resources. The new version also aims for clearer language, the removal of negative and exclusionary language, and includes a newly redesigned ACTFL inverted pyramid.

In the press release, Dr. Margaret Malone, ACTFL's Director of Assessment and Research, said nearly 1,000 ACTFL members representing various languages, levels of instruction, and contexts had input in making these changes.

With these updates, the ACTFL Proficiency Guidelines 2024 continue to be a valuable tool for anyone teaching and learning languages. Go to the ACTFL Terms and Conditions page to download your copy today!

27

2024-2025 SCOLT Board of Directors

Dr. Leslie Baldwin, NC Executive Director

Thomas Soth, NC ACTFL Representative (2027)

Pam Benton, FL President (2027)

Dr. Paula Garrett-Rucks, GA Dimensions Editor

Dr. Krista Chambless, AL Past President (2025)

Dr. Amanda Minnillo, FL President-Elect (2029)

Bonnie Wang, NC Program Co-Director (2025)

Michelle Olah, FL Co-Registrar, SCOLTalk CoEditor (2025)

Liz Lawrence-Baez, SC Awards & Scholarships (2026)

Jen Carson, VA Awards & Scholarships (2027)

Bertha Delgadillo, GA Program Co-Director (2026)

Linda Santiago, FL Program Co-Director (2027)

Dr. Kelly Moser, MS Social Media Director (2028)

Kimberly Renee Watson, MS Co-Registrar, SCOLTalk Co-Editor (2028)

28

Stay Connected Around the SCOLT Region SCOLT: The next conference, “A World Language Jam Session,” will be in Nashville, TN March 20-22, 2025.

Mark your calendars for April 15, 2024, to start submitting your session proposals. See you in Nashville! Stay connected and find updates here: Web · Facebook ·Twitter AWLA: The Alabama World Languages Association’s annual conference will be held January 31 - February 1, 2025 at the University of North Alabama, Florence. You can find updates can be found here Web · Facebook · Twitter AFLTA: The Arkansas Foreign Language Teachers Association’s 2024 conference will be October 11, 2024.

Updates can be found here Web · Facebook FFLA: Florida’s annual conference, “Building Belonging through Language, Culture and Connections,” will be held September 26-28, 2024 in Kissimmee, FL. Registration is open and you can find updates and more information here: Web · Facebook · Twitter FLAG: The Foreign Language Association of Georgia’s annual conference “Soaring into Multilingualism,” will be held in Augusta, GA, on February 28 - March 1, 2024. Proposals are currently being accepted and registration to open in the fall. You will find more information and updates here. Web · Facebook · Twitter KWLA: Kentucky’s 2024 conference, “Finding Our Way, Finding Our Why,” will be held in Louisville, KY, September 13-314, 2024. You can find more information here: Web · Facebook LFLTA: The Louisiana Foreign Language Teachers’ Association is hosting a LFLTA Lagniappe webinar series.

You can find information regarding LFLTA’s 2025 conference and submit a proposal on their website. Web · Facebook · Twitter MFLA: Mississippi Foreign Language Association’s conference will be held at the University of Southern Mississippi October 18 - 19, 2024. Information will be available on their website: Web · Facebook · Twitter FLANC: North Carolina will hold their’ annual conference, “Cultivating for Tomorrow,” in Winston-Salem on October 5-6, 2024. You can find more information here: Web · Facebook SCFLTA: South Carolina Fellowship of Language Teachers and Advocates updates can be found here: Web · Twitter TWLTA: Tennessee World Language Teaching Association annual conference, “Docendo Discimus: By Teaching, We Learn,” will be held November 8-9, 2024, in Franklin, TN. Please find more information here: Web · Facebook · Twitter · Instagram TFLA: Texas’ Summer Institute will be held June 21-22, 2024, Birdville ISD. Their annual conference, “Communication: How Sweet it is,” will be in Sugarland, TX, October 18-19, 2024. You can find more information here: Web · Facebook FLAVA: Virginia will hold their fall conference in Norfolk, VA this fall. You can find more information here: Web · Twitter WVFLTA: West Virginia Foreign Language Teachers Association information can be found here Web · Twitter 29

30

31